Consolidating EFL content and vocabulary learning via interactive reading
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Shiyu Wu
und
Zan Li
Abstract
Via a 90-min classroom experiment, this study examined the effects of interactive reading on EFL students’ content and vocabulary learning. Specifically, two intact Chinese college EFL classes with the same level of English proficiency participated in this study. One was taught with a “read plus intra/inter-group discussion” (Read-Discuss) approach and the other was instructed with a traditional approach involving no student-student interaction. After the experiment, the students took two immediate posttests (one on content and one on vocabulary) and, three weeks later, retook the same tests (delayed posttests). The results of statistical analyses indicate that whereas in the immediate posttests both classes attained a similar level of learning on both the content and vocabulary tests, in the delayed posttests, the Read-Discuss class significantly outperformed the traditional class, demonstrating that the Read-Discuss approach produced significantly better consolidated learning/retention in both content and vocabulary. Pedagogical/research implications of the results are also discussed.
Funding source: Shanghai Municipal Philosophy and Social Science Foundation, People's Republic of China
Award Identifier / Grant number: 2019BYY022
Funding source: Ministry of Education, People's Republic of China
Award Identifier / Grant number: 18YJA740063
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Research funding: This work was supported by Shanghai Municipal Philosophy and Social Science Foundation, People’s Republic of China (grant no. 2019BYY022) and Ministry of Education, People’s Republic of China (grant no. 18YJA740063).
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/iral-2021-0228).
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Artikel in diesem Heft
- Frontmatter
- Research Articles
- Consolidating EFL content and vocabulary learning via interactive reading
- Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
- Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
- Classroom assessment and learning motivation: insights from secondary school EFL classrooms
- Interculturality and Islam in Indonesia’s high-school EFL classrooms
- Collaborative writing in an EFL secondary setting: the role of task complexity
- Spanish heritage speakers’ processing of lexical stress
- Effectiveness of second language collocation instruction: a meta-analysis
- Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
- Syntactic prediction in L2 learners: evidence from English disjunction processing
- The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
- The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
- Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
- L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
- What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
- Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
- Enjoyment in language teaching: a study into EFL teachers’ subjectivities
- Students’ attitude and motivation towards concept mapping-based prewriting strategies
- Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
- The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
- The impact of different glossing conditions on the learning of EFL single words and collocations in reading
- Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
- The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
- A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
- Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
- Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
- Expansion of verb-argument construction repertoires in L2 English writing
- Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
- Aural vocabulary, orthographic vocabulary, and listening comprehension
- The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
- Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
- Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
- Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
- Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
- Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Consolidating EFL content and vocabulary learning via interactive reading
- Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
- Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
- Classroom assessment and learning motivation: insights from secondary school EFL classrooms
- Interculturality and Islam in Indonesia’s high-school EFL classrooms
- Collaborative writing in an EFL secondary setting: the role of task complexity
- Spanish heritage speakers’ processing of lexical stress
- Effectiveness of second language collocation instruction: a meta-analysis
- Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
- Syntactic prediction in L2 learners: evidence from English disjunction processing
- The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
- The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
- Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
- L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
- What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
- Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
- Enjoyment in language teaching: a study into EFL teachers’ subjectivities
- Students’ attitude and motivation towards concept mapping-based prewriting strategies
- Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
- The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
- The impact of different glossing conditions on the learning of EFL single words and collocations in reading
- Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
- The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
- A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
- Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
- Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
- Expansion of verb-argument construction repertoires in L2 English writing
- Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
- Aural vocabulary, orthographic vocabulary, and listening comprehension
- The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
- Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
- Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
- Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
- Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
- Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
